2 x 8-hour workshops per semester 1 x 3-hour workshop-1 per semester
1 Admission into GCEWS-Graduate Certificate in Education 1a Admission into MEDCP-Master of Education (Cog Psych & Educational Prac) 1b Admission into MEDER-Master of Education (Ed Research, Evaluation and Assessment) 1c Admission into MEDGE-Master of Education (Gifted Education) 1d Admission into MEDIB-Master of Education (International Baccalaureate) 1e Admission into MEDLM-Master of Education (Leadership and Management) 1f Admission into MEDSA-Master of Education (Studies of Asia) 1g Admission into MEDSE-Master of Education (Special Education) 1h Admission into MEDEC-Master of Education (Early Childhood Studies) 1i Admission into MEDWS-Master of Education 1j Admission into MEDCPP-Master of Education (Cog Psych & Educational Prac) [1.5 years] 1k Admission into MEDERP-Master of Education (Ed Research, Evaluation and Assessment) [1.5 years] 1l Admission into MEDGEP-Master of Education (Gifted Education) [1.5 years] 1m Admission into MEDIBP-Master of Education (International Baccalaureate) [1.5 years] 1n Admission into MEDSEP-Master of Education (Special Education) [1.5 years] 1o Admission into MEDLMP-Master of Education (Leadership and Management) [1.5 years] 1p Admission into MEDSAP-Master of Education (Studies of Asia) [1.5 years] 1q Admission into MEDWSP-Master of Education [1.5 years] 1r Admission into MEDWM-Master of Education (Wellbeing and Positive Mental Health) 1s Admission into MEDWMP-Master of Education (Wellbeing and Positive Mental Health) [1.5 years] 1t Admission into MEDLE-Master of Education (Languages Education) 1u Admission into MEDLEP-Master of Education (Languages Education) [1.5 years] 1v Admission into MEDECP-Master of Education (Early Childhood Studies) [1.5 years] 2 Admission into GCEDDL-Graduate Certificate in Educational Design and Digital Learning 2a Admission into GCEREA-Graduate Certificate in Educational Research Evaluation and Assessment 2b Admission into GCGE-Graduate Certificate in Gifted Education 2c Admission into GCIED-Graduate Certificate in Inclusive Education 2d Admission into GCCPEP-Graduate Certificate in Cognitive Psychology and Educational Practice 2e Admission into GCLE-Graduate Certificate in Languages Education 2f Admission into GCLED-Graduate Certificate in Leadership in Education 2g Admission into GCWPMHE-Graduate Certificate in Wellbeing and Positive Mental Health in Education 2h Admission into GCHE-Graduate Certificate in Higher Education 2i Admission into GCIBE-Graduate Certificate in International Baccalaureate Education 2j Admission into GCECE-Graduate Certificate in Early Childhood Education 2k Admission into MCPEP-Master of Cognitive Psychology and Educational Practice 2l Admission into MWPMHE-Master of Wellbeing and Positive Mental Health in Education 2m Admission into MISE-Master of Inclusive and Specialised Education 2n Admission into MLE-Master of Leadership in Education Must Satisfy: (((1 or 1a or 1b or 1c or 1d or 1e or 1f or 1g or 1h or 1i or 1j or 1k or 1l or 1m or 1n or 1o or 1p or 1q or 1r or 1s or 1t or 1u or 1v)) or ((2 or 2a or 2b or 2c or 2d or 2e or 2f or 2g or 2h or 2i or 2j or 2k or 2l or 2m or 2n)))
Enrolment not permitted
1 of EDES9408, EDES9408D has been successfully completed
This topic involves in depth foci on quality practices associated with facilitating professional learning in schools and educational organisations. Key content includes reviewing models and strategies for supporting the professional learning of others, designing context specific professional learning programs and considering the role of, and models for evaluating outcomes of professional learning. The topic should be of particular interest to people responsible for developing and managing effective professional learning at a school or system level.
This topic aims to:
analyse the processes of designing and leading high quality professional learning and effective learning organisations
develop the knowledge and skills to design and evaluate professional learning models
Expected learning outcomes
At the end of this topic participants will be able to:
critically review professional learning models selecting appropriate models for specific objectives and contexts
design and evaluate context specific professional learning models
identify key knowledge and skills required to facilitate high quality profession learning
Key dates and timetable
Timetable details for 2020 are no longer published.
This information is from current details held on the Student Information System. Please report any errors or omissions to the relevant College Office.
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